This is a 13 slide, highly animated, power point presentations on Industrialization & Urbanization - J. P. Morgan. Each of the presentation slides are editable so you can change it to fit your individual needs.
John Pierpont Morgan, widely known as J.P. Morgan, was an American banker in the era

Engage your students in developing historical empathy regarding the experience of a worker living through the Gilded Age and Progressive Era with the use of historical photographs. Using a gallery walk format, students will examine the impact of industrial growth and the experience of American worke

This is a bundle of 2 highly animated, power point presentations on The Roaring 20s and Prohibition. The presentations together number 48 slides. Each of the presentation slides are editable so you can change them to fit your individual needs.
The 1920s era went by such names as the Jazz Age, the A

U.S. Aim # 163 Who else demanded equality?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe who was being denied rights in America.
Do Now – 3 Minutes

This packet contains activities and lessons geared for 5th - 8th grade, including:
Research activities, interviewing, a Venn diagram, acrostic poem, an essay assignment, an art project, and a math worksheet all celebrating the wonderful world of labor and those in the labor industry.

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)
Experiences of Australia democracy and citizenship, including the status and rights of Aboriginal Australians. (ACHHK114)
Stories o

U.S. Aim # 103 Who were Muckrakers?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe the importance of the muckrakers.
Do Now – 3 Minutes
1. Describe w

Global Aim # 79 What was The League of Nations?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe how and why the League of Nations was not successful.

This bundle contains an entire year of curriculum in 10 units, covering Columbus through Reconstruction. Each unit includes text, activities, games, PowerPoints, study guides, daily quizzes, projects, assessments, answer sheets, and a teacher’s manual. Also included is the complete textbook upon whi

This is a 30 slide, highly animated, power point presentations on The Roaring 20s. Each of the presentation slides are editable so you can change it to fit your individual needs.
The 1920s era went by such names as the Jazz Age, the Age of Intolerance, the Age of Wonderful Nonsense, and the “Roarin

Global Aim # 68 What caused the Mexican Revolution and Socioeconomic Nationalism?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe how and why the Mexi

U.S. Aim # 104 What has been done to help end poverty and racial discrimination?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe what has been done to

U.S. Aim # 119 How did our involvement in WWI threaten Americas Civil Liberties?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe some of the reasons A

U.S. Aim # 120 How were civil liberties denied in the 1920s?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe how and why civil liberties were denied i

U.S. Aim # 142 What is the UN?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe what the U.N. is.
Do Now – 3 Minutes
1. Describe the significance of th

U.S. Aim # 146 Why was HUAC created?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe what the House Un-American Activities Committee was.
Do Now – 3 M

U.S. Aim # 147 What was McCarthyism?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe what McCarthyism was.
Do Now – 3 Minutes
1. Describe the causes a

U.S. Aim # 155 What was the significance of Brown vs. Board of Education?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe the significance of “Brown v

U.S. Aim # 156 Who were the Little Rock Nine?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe what the significance of the Little Rock Nine.
Do Now –

U.S. Aim # 157 What were the "Freedom Rides?"
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe what the “Freedom Rides” were.
Do Now – 3 Minutes
1. De

U.S. Aim # 167 Why was 1968 the end of the world?
Objectives – Students will be able to
 Cite information from an informational text to support a conclusion or argument.
 Define words they do not know using context clues.
 Identify and describe why 1968 has been called “the end of the world”.
Do